강윤지 Kang Yunji

DOI:10.7468/jksmee.2025.39.1.1 JANT Vol.39(No.1) 1-17, 2025

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Naming activities allow students to externally express their conceptual images of geometric figures, helping teachers assess both students' levels of understanding and their grasp of mathematical concepts. This study conducted an in-depth analysis of naming activities performed by third-grade elementary students after learning about geometric figures. The goal was to examine the conceptual images of geometric figures formed by students and to provide educational implications for more effective geometry instruction. To achieve this, after students learned mathematical terms related to geometric figures, the names they created were analyzed, and their ability to correctly associate these names with the corresponding figures was examined. The analysis revealed that students approached the naming task from various perspectives, demonstrating creativity in generating new names. By investigating the process and outcomes of name matching, the conceptual images of geometric figures held by each student were identified. Building on this analysis, the pedagogical significance of naming activities in geometry instruction is discussed, and practical implications for their application in real classroom settings are derived.

김리나 Kim Leena

DOI:10.7468/jksmee.2025.39.1.19 JANT Vol.39(No.1) 19-40, 2025

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The identity element is a fundamental component of an operation’s structure, and the process of justifying its properties is closely linked to students' logical and critical thinking. This study examines how elementary school students in grades 3 to 6 justify the properties of the identity element, explores the relationship between justification types and generalization types, and investigates the connection between justification methods for the identity elements in addition and multiplication. To address these objectives, a survey was conducted with 939 elementary school students, and their responses were classified into justification types (incorrect answers, invalid justifications, justifications using representative examples, and justifications using general expressions) and generalization types (generalization using specific numbers, written language, and symbolic expressions). The results indicate that as grade level increased, the proportion of incorrect answers decreased, while the proportion of students employing representative examples and general expressions in their justifications increased. Notably, more students justified using representative examples than general expressions. Furthermore, students who demonstrated the ability to generalize the identity element’s properties in multiple ways exhibited a higher success rate in justification. A strong correlation was found between the justification methods for the identity element in addition and those for the identity element in multiplication. Based on these findings, this study discusses the educational implications of instructional activities related to justifying the properties of the identity element.

주재은 Joo Jaeeun , 신보미 Shin Bomi

DOI:10.7468/jksmee.2025.39.1.41 JANT Vol.39(No.1) 41-60, 2025

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This study explores instructional strategies for integrating generative AI into mathematics classrooms to establish a learner-centered learning environment. In particular, lesson materials on trigonometric ratios for acute angles were developed, and a self-study of teaching practice analysis was conducted based on Ruthven’s (2009) framework of structuring features of classroom practice to examine how generative AI can be integrated into mathematics lessons. The findings reveal the following: First, teachers adjusted the curriculum script in response to students’ unexpected reactions, exploring alternative pathways. While they provided opportunities for reflective reasoning when addressing errors in AI-generated outputs, challenges were observed in identifying the causes of such errors. Second, activity templates that included reflection on the appropriateness of AI-generated results emerged. Teachers played the role of guides in helping students connect multiple representations and acted as facilitators to promote discussion. Third, from the perspective of the resource system, teachers established norms for the use of generative AI and deepened students’ understanding of trigonometric concepts and instrument by coordinating generative AI with existing technologies. These findings offer insights into the potential and limitations of integrating generative AI into mathematics concept learning.

서보억 Suh Bo Euk

DOI:10.7468/jksmee.2025.39.1.61 JANT Vol.39(No.1) 61-80, 2025

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This study explores generative artificial intelligence (AI), a topic of increasing interest in the field of education. Since the introduction of the first generative AI in November 2022, numerous generative AI models have been released. However, a new challenge has emerged: how to select and effectively utilize the most suitable generative AI in mathematics education. To address this issue, this study focuses on six widely used and high-performing generative AI models―ChatGPT, Copilot, Gemini, Claude, Wrtn, and Perplexity. The primary objective is to analyze how these models perform in mathematical problem-solving and to determine the optimal generative AI for this purpose. For the analysis, high school-level math problems were categorized into seven types, and experiments were conducted for each type. The case analysis revealed that the problem-solving performance of generative AI models varied depending on the problem type. Based on the limited cases examined in this study, Perplexity, ChatGPT, and Copilot demonstrated relatively superior problem-solving capabilities. The findings of this study are expected to contribute to the effective selection and utilization of generative AI in mathematics classrooms.

한혜숙 Han Hyesook

DOI:10.7468/jksmee.2025.39.1.81 JANT Vol.39(No.1) 81-106, 2025

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This study introduces a case of developing and implementing an educational service activity program aligned with a high school’s autonomous curriculum, aiming to provide pre-service mathematics teachers with an experience of educational service activities conducted in school classrooms. Based on the results of the program's implementation, this study seeks to derive implications for managing educational service activity courses in teacher training institutions. The educational service activity program developed in this study consisted of three stages: pre-activities, educational service activities, and post-activities, and it took place over one semester, with a total of 20 pre-service mathematics teachers participating. The pre-service teachers in this study developed integrated teaching and learning materials based on the mathematics curriculum, and had the opportunity to implement these materials in the high school’s autonomous curriculum classes(integrated lessons based on the mathematics curriculum). The satisfaction level of the pre-service teachers regarding the series of educational service activities conducted in this study was high, and they recognized that the educational service activity experience conducted in this study was effective in enhancing their teaching competencies as well as improving their understanding of the school settings.